Student Achievement through Staff Development

Student Achievement through Staff Development

Student Achievement through Staff Development

Student Achievement through Staff Development


In 1980, Bruce Joyce and Beverly Showers predicted that staff development would become a human resource development system designed to change the nature of education, the status of school personnel, and the relationship between the two. In this third edition of their popular book, Student Achievement Through Staff Development, the authors offer an expanded guide to making that prediction a reality. Through case studies of successful programs, evidence from research, and illustrations from their extensive experience, Joyce and Showers help educators design programs that measurably improve student achievement. They fill the gaps in staff development programs by answering vexing questions from both teachers and administrators:
• How can we develop the skill to implement new curricular and instructional knowledge?
• How can we embed the study of student learning into staff development?
• How can we adapt learning environments to meet individual needs? The focus of the book is on the potential for both personal and organizational growth inherent in staff development programs. School renewal ultimately depends on the individual development of all its members. Joyce and Showers lead the way to creating a community in which organizers, providers, teachers, administrators, and students learn and grow together to achieve the goal of lasting student achievement.


Bruce Joyce and Beverly Showers continue to provide the state-ofthe-art ideas on the role of staff development and its link to improved student achievement. This third edition of Student Achievement Through Staff Development contains numerous clear examples of powerful cases of improved student achievement.

First, the authors establish that student learning for all should be the only goal for staff development. They then demonstrate the very close linkages between staff development, the development of professional learning communities, changes in curriculum, instruction and climate, and the cumulative effects on student learning.

They use case examples to test the propositions, showing clearly how the content and process of staff development can alter the functioning of classrooms and schools. Joyce and Showers provide ideas for “designing training and peer coaching,” “moving from workshops to the classroom,” and “inquiring about and evaluating what students are learning.”

In addition to sharpening the focus on staff development and student learning, this new edition pushes much further into the critical importance of the larger infrastructure. There are new chapters and analyses on (1) the states of growth of people, (2) creating communities in districts and schools, (3) the role of leadership at the school and district levels, and (4) policy implications for national standards for staff development.

The overall result is that Student Achievement Through Staff Development is a comprehensive guide that establishes the core agenda for staff development—one that weaves together classrooms, schools, districts, and state policy—all for the benefit of students. The findings and cases ring true with my own analyses of successful . . .

Search by... Author
Show... All Results Primary Sources Peer-reviewed


An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.